Lesson Plan 2!

By Taylor Holtzheimer!

One of the primary methods I wished to demonstrate in this lesson was simulation through
gameplay. Research suggests that well-chosen simulations can enhance student learning and
motivation (as cited in Davis, 2002, p229). So, I designed a game called Kula which
represented the important aspects of the Trobriand Kula Ring. This was meant to be an effective
demonstration of constructivism, encouraging meaning-making though challenge, collaboration,
building of context, and then the realizing of knowledge as an integrated whole.!

In this part of the lesson, I had hoped to be an active participant of the game, but I sacrificed
that position as there were not enough game components. By actively participating I would have
further reinforced the constructivist approach as a facilitator and partner in learning. As it was, I
was still able to be as present as possible and attempt to answer questions quickly and expertly,
letting student knowledge build casually and appropriately as problems arose in context. !

This was informed by the Read-Do-Research model put forth by Francisco et al, 2008.
However, my approach was modified as more of a Do-Read-Research variation. The goal being
that Blooms Taxonomy of Cognitive Learning could be more effectively moved through, in my
case, from a starting point at Application and Analysis, with Knowledge and Comprehension
being filled in by the casual discussion and answering of questions. Eventually, with the reveal
of the reality of the Kula Ring, the delivery of the Kula Ring handout, and the more academic
summary of generalized reciprocity as it fell within the spectrum of the other two forms of
reciprocity as demonstrated in the lesson, students are ideally moved into Synthesis. Lastly,
with a wrap-up discussion students can reach an Evaluative stage, having received and
comprehended knowledge, applied and analyzed the knowledge (before being bogged down by
academic definitions or formal instruction), and then synthesizing the material within a larger
schema.!

In critique, the sequence of events was hindered by my showing of a video before the lesson
that had no bearing on the content at hand. I had simply played the video to pass the time while
I prepared my notes and game cards, but it was detrimental to the student learning as it created
a confusing but lasting impression, with students holding onto it in their minds, waiting for some
reveal of purpose. Playing the video was a mistake and without it, the lesson would been a
much more focused experience for the students.!

I incorporated specifically engineered technology into my lesson in a few different ways. First, I
created colorful PowerPoint slides that showed busy marketplaces and representations of
economy, setting tone for the upcoming lesson. These slides also acted as a static place for the
rules for the card game, Kula. The game was published through a website: thegamecrafter.com,
with some public domain imagery, some original imagery, and original rule design. It seemed to
impress students as a tool for learning outside of traditional teaching norms. Lastly, I presented
a video that was edited, reformatted, and integrated directly into the PowerPoint presentation.
This integration kept the process of viewing the video fully incorporated into the lesson without
having to break the mood by changing windows on the computer. More importantly was that the
video was specifically matched to the learning objective (Davis, 2009, p450). My intention with
these three technologies was to show that digital and material technologies could be used
together in a blended way that made sense and sustained active-learning momentum.!

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References!
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Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for
College Teachers (2 edition.). San Francisco: Jossey-Bass.!

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Davis, B. G. (2009). Tools for Teaching (2nd edition.). San Francisco, CA: Jossey-Bass.!
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Francisco, B., Noland, T.G., & Sinclair, D.T. (2008). See-Hear-Do versus Read-Do-Research: An
examination of an alternative method of instructional delivery. The College Teaching Methods &
Styles Journal, 4(8), 9-14.!